1/39
Looks like no tags are added yet.
Name | Mastery | Learn | Test | Matching | Spaced |
---|
No study sessions yet.
Continuous measurement
recording data that captures ALL instances of a specified behavior
Frequency- how many times behavior occurred
Duration- how long the behavior occurred
Latency- how long before a response occurred
IRT(Interresponse time)- time b/w two responses (20 seconds in b/w each bite of food)
Discontinuous measurement
recording data in a way that does not capture every instance of a behavior, but rather gives us a snap shot picture of the behavior.
partial interval
whole interval
momentary time sampling
permanent product
Partial Interval Recording
A time sampling method in which the behavior is recorded if it occurs ANY time within the time interval
-overestimates behavior
Whole Interval Recording
Recording a behavior only if it happens during the WHOLE interval of time
-underestimates the behavior
Momentary Time Sampling
Records behavior that happens during a designated time during an interval, usually at the very end of the interval
-typically best estimate
Data and graphs
Helps to see how the client is progressing and what changes if any need to be make if progression is not occurring.
-typically line graphs
Preference Assessments
evaluation of child's INTEREST(S) so they can be used as reinforcers in the future.
Single Stimulus Preference Assessment
One item/stimulus is presented at a time and the duration and functionality of the play is measured.
paired stimulus assessment
Placing two potential reinforcers in front of the client and instructing them to pick one, vary which side the item is on, replace the unchosen item with another item and have them choose, rank items based on how much they are chosen
Multiple Stimulus without Replacement
All stimuli presented on 1st trial, after 10-20 seconds of play remove item, selected stimuli removed on subsequent trials, record order of the items selected
Multiple Stimulus with Replacement
Preference assessment in which items are presented in an array and chosen items are returned to the array after the engagement period
ABC Data
helps us make hypotheses about WHY someone is engaging in a behavior.
A- Antecedent
B- Behavior
C- Consequence
Discrete-Trial Teaching
instructor leads the session, activities/reinforcers are LESS natural.
teacher sets it up for them.
Naturalistic Teaching
emphasis on following the client's lead/interest.
the activities are MORE NATURAL.
Chaining
a sequence of steps that make up a larger behavior (EX- washing your hands... taking steps).
Forward Chaining
Begin by teaching the first step in the chain until mastery, all steps follow after
Backward chaining
Begin by teaching the last step in the behavior change until mastery and teaching each subsequent step in the chain
Total Task Chaining
Teaching the entire skill first, then providing reinforcement for the steps that can be completed independently & prompting for that the learner needs help with
Graduated Guidance
Stepping in only when the client needs help
Shaping
-teaching a new behavior by reinforcing successive approximations of the behavior until the complete behavior is reached
Discrimination Training
setting the occasion for the behavior to occur; providing the "learning opportunity" which can be vocal or non-vocal.
teaching individuals to discriminate between different stimuli or cues in their environment. --The goal is to help individuals learn to respond appropriately to specific cues while ignoring irrelevant or distracting stimuli.
Stimulus Control Transfer
Systematic reduction of prompts and reinforcement to achieve the final goal of stimulus control.
Prompting
The act of helping and supporting your client in order for them to achieve the target response/behavior
Prompting Hierarchy
Starting with least > most
-latency
-visual
-verbal
-gestural
-positional
-modeling
-partial physical
-full physical
Token Systems
visual, tangible and predictable system of positive reinforcement.
System that reinforces Sd with tokens and once all tokens are earned a bigger reinforcement is awarded
Crisis/Emergency
Remain calm, correct position (wedding or thinker), sabotage environment and what we can change to make the situation safer, call for backup if needed
1. Antecedent interventions
2. Differential reinforcement
3. Extinction
1. strategies that STRUCTURE/MODIFY environment & conditions that occur BEFORE a behavior happens so it is less likely to occur.
2. "the better the response, the better the consequence"
-providing reinforcement when correct
-or NOT providing reinforcement when it does NOT occur.
3. the diminishing of a conditioned response.
DRA (differential reinforcement of alternative behavior)
Reinforcers a specific behavior rather than the unwanted behavior
Ex: instead of getting attention for hitting, my client will be reinforced when they raise their hand
DRI (differential reinforcement of incompatible behavior)
Reinforcement of an incompatible behavior that cannot occur at the same time as the unwanted behavior.
Ex: hitting cannot occur when hand are in pocket/ carrying something
DRO (differential reinforcement of other behavior)
reinforcement is delivered whenever the target bx does not occur during a specific time; reinforcement of the absence of the unwanted behavior
Extinction (operant conditioning)
A process by which a response that has been learned is weakened by the absence or removal of reinforcement.
Ex: no longer giving a child attention (reinforcement) for screaming until the behavior no longer occurs
Session Notes
Should be objective, avoid opinions or assumptions of student feeling
Important for insurance as well as to see client progress
Client Dignity
be respectful and thoughtful about the client's needs and wants.
NEVER do or say anything to cause embarrassment to the client.
DO NOT do something in front of your client that you would not do if working with a typical developing child.
Examples of how to maintain client dignity
1. Always follow HIPPA procedures to protect clients information
2. Take extra steps to maintain dignity in vulnerable moments; I.e, disrobing- try to have minimal people able to see your child in that moment
Professional Boundaries examples
1. Maintaining a professional relationship with clients parents regardless of the situation (especially in-home clients where we may spend a lot of time with the family); not accepting large gift, no hanging out or going to family events outside of therapy, not being friends on social media, etc..
2. No gossiping- only speaking about problems or issues you have with someone who can actually help you fix it
3. Being prepared and on-time for session! Looks very unprofessional to walk-in at the same time as your client
4. Accepting constructive feedback and implementing said feedback
Supervision Requirements
5-20% (10% is goal) of a weeks worth of session for the client
-5% minimum, 2 face to face sessions per month
Clinical Direction
Describe a situation in which you'd seek clinical direction from your supervisor
1. Trouble implementing a goal
2. Seeing a new behavior
permanent product
type of discontinuous measurement where you don’t necessarily see the behavior, but rather the end result
ex: a filled out math worksheet
free operant
preference assessment in which the client has no limits on choosing; unrestricted access to numerous activities and items for a predetermined amount of time
Functions of behavior
Escape
Attention
Tangible
Sensory